Meta-Literacy in the Online Music Classroom: Opportunities for Instructor and Librarian Collaboration

Meta-Literacy in the Online Music Classroom: Opportunities for Instructor and Librarian Collaboration

Rachel Elizabeth Scott (University of Memphis, USA)
Copyright: © 2018 |Pages: 19
DOI: 10.4018/978-1-5225-5109-6.ch014

Abstract

Studying music in an online setting requires that students and instructors leverage digital resources and participatory technologies with understanding and intentionality. Meta-literacy, a framework promoting critical thinking and collaboration, is an inclusive approach to understanding the complexities of information use, production, and sharing in a digital environment. This chapter explores the implications of meta-literacy for the online music classroom and identifies ways in which the librarian and music instructor can collaborate to promote student self-reflection on the use, creation, and understanding of musical information or content.
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Background

The online music classroom presents several unique challenges to learners and instructors. The literature demonstrates that various Course Management System (CMS), Virtual Learning Environment (VLE), or Learning Management System (LMS) applications have been developed to create online environments analogous to, or even better than, those experienced in-person (Koszalka & Ganesan, 2004; Lonn & Teasley, 2009). Nonetheless, many essays have outlined the variety of ways in which online learning is inherently different from the learning experienced in traditional, in-person classrooms (Harasim, 1996; Keengwe, & Kidd, 2010; Meyer 2003; Rovai, 2002; Swan, 2001). Harasim noted that “anytime, anyplace communication makes group interaction and collaboration in online media distinctive” (1996, p. 204). Such differences highlight the need for a more inclusive understanding of the various literacies essential to online teaching and learning.

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